PROFICIENCY LEVEL OF FRESMEN MARINE ENG’G IN

MATHEMATICS AT CTU-MAIN CAMPUS CEBU CITY

_____________________________

An Advance Research

Presented to the

Graduate School

CEBU TECHNOLOGICAL UNIVERSITY

Main Campus R. Palma St., Cebu City

____________________

In Partial Fulfillment

Of the Requirements for the Degree

Doctor of Development Education

_________________________

by

JUDY U. BERNUS

March 2014

Judy U. Bernus-Proficiency Level of Marine Eng’g in Mathematics at CTU Main Campus Cebu
City
 Chapter I

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

A very important question is being asked by every concerned

mathematics educator: For what purposes and to whom is

mathematics is being taught certainly this inquiry is is of interest to

the teacher who judiciously examines the textbooks, who constantly

seeks to improve curriculum and who continually improves his method

of teaching, and increase his knowledge of subject matter.

Thus mathematicians and mathematics teacher never stop trying

to discover new ideas and solutions that could remedy the difficulty of

the subject. They combine the old and new approaches in mathematics

teaching in order to make mathematics up-to-date without losing the

contribution of the early thinkers. With this approaches, teachers can

help students to learn and love the subject as one that is stimulating,

challenging and exciting (Amaga,1990)

In CTU specifically the Main Campus, the researcher and her co

teachers in Mathematics have observed that most of the students

under them find Mathematics a difficult subject which requires an

analytic mind to comprehend.

Judy U. Bernus-Proficiency Level of Marine Eng’g in Mathematics at CTU Main Campus Cebu
City
 Some studies will be conducted about the relationship of

attitudes toward a specific and proficiency .These studies usually

reveal a significant relationship between attitude and proficiency.

Theoretical background

This study anchors the theory that a student who has a positive

attitude towards in Mathematics is proficient their learning the subject.

Because of the students preconceived ideas about the difficulty of

Mathematics they do not care to study about the subject. The result is

that they usually forget the theories and concept taught by their

teachers and developed a negative attitude towards the subject. This

study is base on the theory that a student who has positive attitude

towards mathematics is proficient in the subject because attitude

towards and proficiency in a certain subject is closely related to each

other.

As pointed out by Mcleod (1992) in his paper, attitude refers to

the affective responses that involve positive or negative feelings of

moderate intensity and reasonable stability. He stated that attitudes

towards Mathematics appear to develop in two ways, attitude resulting

from the automatizing of a repeated emotional reaction to

mathematics and the assignment of an already existing attitude to a

new but related task.

Judy U. Bernus-Proficiency Level of Marine Eng’g in Mathematics at CTU Main Campus Cebu
City
 According to Wright(1987), attitudes can be expressed both

verbally and non-verbally. On a simple level if we say that some event

“is a good thing we are expressing a positive towards it. If we do not

show willingness to do something we have been asked to it maybe

said that we to have shown a negative attitude.

Romberg (1992) in his paper cited that students will develop

positive or negative attitudes toward Mathematics as they encounter

the same or similar mathematical situations repeatedly.

Proficiency in mathematics often used as indicator of “how

much” mathematics someone knows or possesses (Romberg, 1992).

Typical tests of Mathematics achievement have been criticized for

being dominate by low-level basic skills item that are easily produced

in a paper-and-pencil format (Silver, 1985). But despite these and

other shortcomings, achievement tests have been a primary source of

evidence of investigating inequality in the education of diverse group.

Mathematics anxiety also affects ones attitude towards the

subject. Hart(1999) points out that anxiety has sometimes been

characterized as fear, a”hot” emotion, and sometimes a dislike, an

attitude.

Judy U. Bernus-Proficiency Level of Marine Eng’g in Mathematics at CTU Main Campus Cebu
City
 Hembree (1990) confirmed that mathematics anxiety is related

to poor performance in mathematics. If this is so, then attitude is

related to poor performance in mathematics.

The role of beliefs is central in the development of attitudinal and

emotional responses to mathematics. The most recent assessment

Brown, et al., (1988) indicates that students believe Mathematics is

important, difficult and based on rules. These beliefs about

mathematics, although not emotional in themselves, certainly would

tend to generate more intense reactions to mathematical tasks and

beliefs that mathematics is unimportant, easy and based on logical

reasoning.

As Schoenfield (1995) and Silver (1995) pointed out, student’s

beliefs about mathematics may weaken their ability to solve non

routine problems. If students believe that mathematical problems

should always be completed in five minutes or less, they may be

willing to persist in trying to solve problems that may take

substantially longer for most students.

Many students believe that problem can be solved quickly or not

at all, that only geniuses can be creative in mathematics and that

proof just confirms the obvious Schoenfeld (1995).

Judy U. Bernus-Proficiency Level of Marine Eng’g in Mathematics at CTU Main Campus Cebu
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 Students’ belief and consequently their attitudes do change as

students grow older. Kouba and McDonald(1997) report that students

in elementary school grades tend to think that mathematics cannot be

easy. In the view of these students, if it is easy, it is not mathematics.

As the children grow older and as the material that they need have

learnt (e.g., counting) seems increasingly elementary, they change

their beliefs about what mathematics is to accommodate the notion

that mathematics must be hard and unfamiliar.

Stodolsky (1995) describes how beliefs about mathematics

influence how students perform in elementary school mathematics

classrooms, especially as compared to social studies classrooms.

Grouws and Cramer (1999) found that the classrooms of

effective teachers of mathematical problem solving were characterized

by a supportive classroom environment where social norms

encouraged students to be enthusiastic and to enjoy mathematical

problem solving. In line with this thinking, success in problem solving

will engender a belief that one’s capacity for doing mathematical

problems lead to an increase in confidence, which correlates positively

with achievement in mathematics (Fennema, 1989).

A person’s proficiency in a certain subject is influenced by

learning difficulties which occur for a variety of reasons (Docrell,

Judy U. Bernus-Proficiency Level of Marine Eng’g in Mathematics at CTU Main Campus Cebu
City
1993). One reason is that the child has some inherent cognitive

difficulty that makes learning some skill or skills more difficult than

normal. However some difficulties, perhaps the majority, are the

results of educational or environmental problems that are unrelated to

the childs cognitive abilities. Early school failure can lead to lack of

self-confidence with subsequent detrimental effects on learning.

As shown in Figure 1 below, the study was based on the theory

that a student who has a positive attitude towards Mathematics is

proficient in the subject because attitude towards and proficiency in a

certain subject are closely related to each other. The attitude of the

students towards the subject was ascertained through an attitude

opinionnaire. Their proficiency level in Mathematics as to

comprehension, computation and problem solving will be determined

through a teacher-made test. The significant relationship between the

students’ proficiency will be determined. The result of the proficiency

test will be the basis for the development of a proposed instructional

materials in Mathematics.

Judy U. Bernus-Proficiency Level of Marine Eng’g in Mathematics at CTU Main Campus Cebu
City
 Theory

Attitude -Affective

Dockrell(1993)-
Proficiency- Cognitive

Mathematics Proficiency
Respondents’ attitude
towards Math 1  Comprehension
 Computation
 Problem solving

Proposed Modules

Figure 1. Theoretical Framework

Judy U. Bernus-Proficiency Level of Marine Eng’g in Mathematics at CTU Main Campus Cebu
City
 THE PROBLEM

Statement of the Problem

This study assesss the proficiency and attitude in Mathematics 1

of the Marine Eng’g, freshmen students of the Cebu Technological

University, Main Campus. The result of the proficiency test as well as

the attitude test will serve as the basis for the development of

instructional materials base on the identified difficulties. Specifically

the study finds the answer to the following questions:

1. What is the profile of the students in terms of:

1.1 age and gender,

1.2 achievement grade in fourth year.

2. What is the attitude of the respondents towards

Mathematics 1:

3. What is the level of proficiency of the respondents in

Mathematics 1 as to:

3.1 Comprehension

3.2 Computation

3.2 Problem Solving?

Judy U. Bernus-Proficiency Level of Marine Eng’g in Mathematics at CTU Main Campus Cebu
City
 4. Is there a significant relationship between the students’

proficiency in Mathematics and their attitude toward the subject?

4. Base on the findings what recommendations can be proposed

to improve the proficiency of the students in Mathematics?

Null Hypothesis

This study adopted the following hypotheses to be accepted or

rejected at .05 level fo significance.

Scope and Limitation of the Study

Scope. This study focuses on developing an instructional

materials base on the identified as a result of the proficiency test that

will administer to the freshmen marine eng’g of the Cebu Technological

University Main Campus during the school year 2014-2015. The

Proficiency test will include the comprehension, computation and

problem solving. The tests also determine if there is a significant

relationship between attitude towards and proficiency levels of the

respondents in the subject.

Significance of the Study

This study, which provides relevant information about the

attitudes and levels of proficiency of the freshmen marine engineering

students of CTU, Main Campus would be of much help to the following.

Judy U. Bernus-Proficiency Level of Marine Eng’g in Mathematics at CTU Main Campus Cebu
City
 Teachers. This study will help the teachers to determine what

particular topic the students find difficult. This also will reveal some of

the weaknesses of the students in Math 1 and what they think of it as

a subject. The teachers will be guided as to what appropriate

measures and technique would they employ to make the subject more

easy for the students to understand thereby improving their

mathematical skills and also change their attitude towards it; from

negative to a very positive attitude. The identification of student’s

weaknesses will help the teachers organize their course outlines based

on the identified difficulties and plan their lessons in such a way that it

will suit to the needs and capabilities of the students in the fresheman.

Students. The students will be the direct beneficiaries of this

study. The result of the study will make the students be aware of and

understand their mental abilities and their attitudes towards Math 1

with the hope that they will develop the positive attitudes in their

future studies. They will have a better appreciation of what their

teachers are doing. This will also provide them learning packages will

enable them to learn and progress in a particular topic at their own

pace. Through these instructional materials, they can review,

understand and learn ahead the lessons without waiting for their slow

counterparts or without the of not coping with the fast learners in their

classes.

Judy U. Bernus-Proficiency Level of Marine Eng’g in Mathematics at CTU Main Campus Cebu
City
 Curriculum Makers. The curriculum makers could be guided in

the preparation of the curriculum making it fit for the students’ mental

abilities. The results of this study could serve as guidelines for

curriculum revisions, enrichment and program development.

RESEARCH METHODOLOGY

This section presents the method used, the research subjects,

research environment, research instrument, data gathering

procedures, statistical tools and the scoring procedure.

Research Method

This study made use of the descriptive method of research

employing the questionnaire. These data in quantitative terms are

given corresponding qualitative description.

Respondents The freshmen Marine eng’g students enrolled in CTU

Main Campus during the school year 2013-2014 are the respondents

of this study.

Judy U. Bernus-Proficiency Level of Marine Eng’g in Mathematics at CTU Main Campus Cebu
City
 INPUT PROCESS OUTPUT

Data Gathered Administration of

from the Proficiency and
Attitude Test:
Questionnaire:

 Profile of the
respondents Identification of
 Proficiency three Most
Ranking Difficulties Proposed
level test Modules
 Attitude test

Figure 2 The Flow of the Study

Judy U. Bernus-Proficiency Level of Marine Eng’g in Mathematics at CTU Main Campus Cebu
City
Environment

The study will be conducted at CTU Main Campus R. Palma St.

Cebu City. On Nov. 10, 2009 RA No. 9744 was signed into law

converting Cebu State College of Science and technology into Cebu

Technological University composed of nine campuses all over Cebu

Province.

Instrument

Two instrument will be used in gathering the data: the Likert-

type scale attitude test and the partially teacher-made proficiency test.

The freshmen Marine students perception regarding Mathematics

1 will be measured using a Likert-type scale known as a scale to

measure attitude toward any subject developed by Silence and

Remmers of Purdue University(1934)

The scale has been modified just to cover Matheatics only. The

scale is composed of 20 positive and 17 negative items to which the

respondents indicated 5 if they strongly agree, 4 if they agree, 3 if

they were not certain, 2 if they disagreed and 1 if theystrongly

disagreed with each of the items.

Judy U. Bernus-Proficiency Level of Marine Eng’g in Mathematics at CTU Main Campus Cebu
City
 The second instrument is partly a teacher-made proficiency test

based on the skills specified. Some of the test items were taken from

College Algebra book.

Data Gathering Procedures

A letter request will be made by he researcher and will be sent

to the dean for approval in order to administer the questionnaire to the

respondents.

The questionnaire will be administered during school days by

setting an appointment with them.

After the respondents will fully accomplish the questionnaire, it

will be collected and will be tallied and tabulated.

Statistical Treatment

The data will be collected from the students-respondents and after they

were tallied and tabulated. In this study a simple statistical treatment is used

specially the percentage and ranking method to determine the factors that affect

the listening ability. The formula is: P=F/N x 100 :Where:

P = Percentage

F = frequency of respondents or responses given in the specific item

N = the total number of responses or respondents.

Judy U. Bernus-Proficiency Level of Marine Eng’g in Mathematics at CTU Main Campus Cebu
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 In this study, the following statistical treatment is used in the analysis of

data on Proficiency: MW=WS/N

Where: MW=mean weight

WS= weighted score,

N= number of respondents

Scoring Procedure

To determine the proficiency of the students, they will be given the

following equivalent:

Comprehension, computation and problem solving are having the same

categories for each text and the following categories are: Very Poor, Poor,

Satisfactory, Very Good and Excellent. The total number of item for each test is

divided by parts to give a corresponding category.

For example:

9-10 – indicates that they are excellent in their proficiency.

7-8 - indicates that they are a good in their proficiency

5-6 - indicates that their proficiency is satisfactory

3-4 - indicates that they are poor

1-2 - indicates that they are very poor at their proficiency level and need

to improve.

Judy U. Bernus-Proficiency Level of Marine Eng’g in Mathematics at CTU Main Campus Cebu
City
 DEFINITION OF TERMS

To make this study more understandable to those who might come across

it, the writer define some terms in order to enable them to have a clearer

understanding of the study. The following are some of the words with their

corresponding meanings and explanations.

Attitude. In the dictionary, this means a way of thinking, acting or feeling,

manner or behavior of a person toward a situation or cause. In this study this

refers to the feelings or perceptions of the freshmen marine eng’g toward

mathematics that indicate their evaluation of, liking of, and emotional response to

mathematics as a subject in tertiary. This is indicated by the score in the attitude

test used in this study.

Proficiency Level. This means that the state of quality of being proficient;

knowledge; skill advance state of expertness. As used in this study, this refers to

the skills in comprehension, computation and problem solving acquired by the

learner in Mathematics.

Mathematics. The study of numbers, measurements and space; science

dealing with the measurement, properties and relationships of quantities, as

expressed in numbers or symbols. In this study this refers to the freshmen

marine eng’g Math 1 subject which includes special products and factoring,

exponents, radicals and rational expressions.

Judy U. Bernus-Proficiency Level of Marine Eng’g in Mathematics at CTU Main Campus Cebu
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 Proposed Instructional Modules. Educational materials used for

teaching purposes. In this study it refers to the output of this study based on the

identified difficulties in Math 1 of freshmen marine eng’g in CTU Main.

Judy U. Bernus-Proficiency Level of Marine Eng’g in Mathematics at CTU Main Campus Cebu
City
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents some of the foreign and local literatures,

studies, ideas and theories of different authors that will supplement as

a general background as the studies objectives.

The purpose of this study is not to dictate teachers of what is

appropriate and what is workable in classroom management.

Related Literature

The need for students to study Mathematics has become more in

demand and more pressing. Educators advanced reasons why this

subject area should be mastered. It is because Mathematics enhances

independent learning and thinking. It is a tool discipline that man uses

in his day-to-day living. It makes him numerate. His interaction with

other people becomes more sensible if he has skill and competence in

his subject area

The call for mastery in Algebra is quite difficult for freshmen and

this is not a learning that should not be taken for granted because this

is the subject that is a pre requisite to the higher level in Mathematics.

Algebra is always in inherent component in dealing the problem in

education, in management, engineering medicine and in other broad

fields of study.II

Judy U. Bernus-Proficiency Level of Marine Eng’g in Mathematics at CTU Main Campus Cebu
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 The tertiary schools of the country today are facing a great

challenge. The teachers meet similar problems on how to prepare the

students to meet difficulties in order to upgrade the performance of

the students in area of Math.

Therefore there is a need to look into the problem of student’s

performance in Mathematics in general. The worth of teacher’s

potential to impart knowledge in this subject area can be effectively

determined by means of student’s acquisition and application of

learning. One of the best ways to know how effective a teacher is, by

means of the satisfactory and even outstanding results of learning.

Related Studies

The researcher’s search among the master’s and Doctor’s

thesis/dissertation In Cebu Technological University library, found just

a few related studies in the library and just base in some books found

in school.

According to the study of Bontia(2011) stressed that the

students have a positive attitude towards mathematics but less

proficient in terms of proficiency level in Math. And based on the

findings, implications and conclusions of the study, the researchers

recommends that more instructional materials for the teachings of

Judy U. Bernus-Proficiency Level of Marine Eng’g in Mathematics at CTU Main Campus Cebu
City
Mathematics in the form of modules should be provided to meet the

needs of the students in a specific mathematical skills. Aside from this

they should be given more exercises and practice example so that they

will be acquainted with the computation and solution of problems.

Significantly, Lim(1975) revealed that there was a positive

relationship between the students attitude in mathematics and their

grade achievement in the same subject

Judy U. Bernus-Proficiency Level of Marine Eng’g in Mathematics at CTU Main Campus Cebu
City
 BIBLIOGRAPHY

A. Books

Shoenfield, H. H. 1985. Mathematical Problem Solving. Orlando:

Academic Press.

Dockrell, Luie and John McShane. 1998. Children’sLearning

Difficulties: A Cognitive Approach. USA: Blackwell Publisher

Wright, Tony. 1997. Roles of Teachers and Learners. Oxford:

Oxford University Press

Shaw, Marvin E. and Jack M. Wright. 1967 Scales for the

Measurement of Attitudes. New York: Mc Graw Hill Book Co.

B. Published Articles

Schoenfield, A.H 1989. Explorations of students; mathematical

beliefs and behavior, Journal for Research in Mathematics

Education, 20, 238-355

Stodolsky, S.S. 1985. Telling Math: Origins of math aversion and

anxiety. Educational Psychologist, 20, 125-13

Romberg, T. 1992. Perspective on scholarship and research

methods. In D.A. Grous (Ed.) Handbook of Research on

Judy U. Bernus-Proficiency Level of Marine Eng’g in Mathematics at CTU Main Campus Cebu
City
 Mathematics Teaching and Learning,(p.578). New York Mc Millan

Publishing Company.

McLeod, D.B. 1988. Affective Issues in Mathematical problem

solving: some theoretical considerations, Journal for Research in

Mathematics Education, 19, 134-141

Hembree, R. The Nature

C. Unpublished Works

Dossey, J.A., et al. 1988

Judy U. Bernus-Proficiency Level of Marine Eng’g in Mathematics at CTU Main Campus Cebu
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Part 1: Profile of the students

Directions: Please supply the needed information by filling up the

spaces provided for and/or checking the answers whichapproximate

yor answers to the questions.

A. Personal profile

Name:________________ Age __________ Sex:______

Grade in fourth year:_____

A. Scale to Measure attitude Towards Mathematics

Directions: Here are 37 statements below expresses a feeling or

attitude towards Mathematics. Give your answer according o what you

feel about your subject. Please indicate how closely you agree or

disagree with the attitude expressed in each statement as it concern

you by writing the number of the description code below and write it

on blank provided by each statement.

5- Strongly Agree

4- Agree

3- Undecided

2- Disagree

1- Strongly disagree

Statements:

Judy U. Bernus-Proficiency Level of Marine Eng’g in Mathematics at CTU Main Campus Cebu
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1. No matter what happens, this subject always comes first. ____

2. I do not believe this subject will do anybody harm. ____

3. I would rather study this subject than eat. ____

4. When I hear the word squaring and factoring makes me confuse

and unable to think clearly the right solution. ____

5. This subject is of great value. ____

6. This subject has an irresistible attraction for me. ____

7. I really enjoy this subject. ____

8. I haven’t any definite like or dislike for the subject. ____

9. This subject will only benefit the brighter students. ____

10. This subject is very profitable to everybody who takes it. ____

11. My parents never had this subject; so I see no merit on it.____

12. This subjects develop reasoning ability. ____

13. I could do very well without this subject. ___

14. The mind of students are of kept active in this subject. ____

15. This subject is very practical. ____

16. I am not interested in this subject. ____

17. This subject does not teach me to think. ____

18. This subject is very boring. ____

19. This subject teaches me to be accurate. ____

20. Any student who takes this subject is bound to be benefited.____

21. I waste my time taking this subject. ____

22.I have no desire for this subject. ____

23. I have seen no value for this subject. ____

24. I hate this subject. ____

25. I am willing to spend my time studying this subject. ____

26. I would not advise anyone to take this subject. ____

Judy U. Bernus-Proficiency Level of Marine Eng’g in Mathematics at CTU Main Campus Cebu
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27. This subject is based on non sense ideas. ____

28. All of our great mean studied this subject. ____

29. This subject is a waste of time. ____

30. It is a punishment for everybody to take this subject. ____

31. This subject is dislike by students. ____

32. This subject is a cultural subject. ___

33. All lessons and all methods used in this subject are clear and
definite. ___

34. Whenever I think of my class in this subject I feel scared.____

35. I detest this subject. ___

36. I am willing to spend my time studying this subject. ___

37. This subject is the most undesirable subject taught. ___

Proficiency Test in Mathematics

Part 1. Comprehension

Multiple choice. Read each statement carefully. Answer only with

letters of the correct answer on the space provided for.

x2 y2
1. Which is equal to 0 −3 ?
x y

2 6 y3 1
a. x y b. 2 6
c. 2
x x y

( )
0
y
2. The simplest form for n is
y
1
a. 1 b. y n c. n
y
3. Which is the equivalent radical expression for √ 7.
1 3
a. 7 2 b. √ 7
3
c. (√ 7)
3

4. What is
√ 1
36
?

Judy U. Bernus-Proficiency Level of Marine Eng’g in Mathematics at CTU Main Campus Cebu
City
 1 1
a. b. c. 6
6 3
5. The graph of a quadratic function is a
a. Hyperbola b. line c. parabola
6. The equation representing the relation in the order pair (1,1),
(2,4), (3,9) and (4,16).
a. Y=2x b. y= x 2 c . y=2x+1
7. Which of the following will give a binomial that is a difference of
two square?
a. (3x-5)(3x+5) b. (3x-5)(3x-5) c. (3x+5)(3x+5)
8. Which of the following equation represents a quadratic function?
a. Y= x 2 b. y=2x+1 c. y=x+4
9. Which radical is in simplest form.
a.
√ 2 + √3 b. √ 18 + √ 6 c. √ 45
√ 5 √5
10. The ordered pair (1,1), (2,4), (3,9) and (4,16) is a
a. Quadratic function b. linear function c. trigonometric function

Part II. Computation

Solve for the following. Show your solutions on a separate
sheet of paper.

1. What is the value of 12.5 to the nearest hundredths?

a. 12.5 b. 3.06 c. 3.53
2. What is the product of 3 x 2 y and (4 xy−3 x y 2+2 xy−6 x y 2 ¿ ?
a. 12 x3 y 2−9 x 3 y 3 +6 x 3 y 2−18 x3 y 3 b. 18 x 2 y−9 x 2 y−18 x 2 y
b. 12 xy−9 x y 2 +6 xy −18 x 2 y
3. Which Polynomial is completely factored?
a. 3 x ( 5 z 2 +24 xy−5 y 2 ) b. ( y +1 ) ( y 4−1 ) c. 3 y ( 2 y 2−3 y +2 )
6
4. The expression is equivalent to
3 x +9
6 6 2 3
a. + b. c.
3x 9 x+3 x+3
4
5. Factor 81-16 y
a. (9+16 y 2 ¿(9+ y 2) b. ( 9−4 y 2 ) (9+ 4 y 2) c.
( 3−2 y ) ( 3+2 y ) (9+ 4 y 2)
6. The greatest common monomial factor of 6 a 2 x−12 a x 2is
a.3 ax b. 6 ax c. 3 a2 x 2
7. What will be the kind of roots the equation x 2−6 x−4=0will have
using the discriminant b 2−4 c ?
a.real,irrational, distinct b. equal and rational c. rational
2
8. What is ( 2 k−m) ?
a. 4 k 2−m2 b. 4 k 2 +m2 c. 4 k 2−4 km+m2

Judy U. Bernus-Proficiency Level of Marine Eng’g in Mathematics at CTU Main Campus Cebu
City
 9. The quadratic equation withintegral coefficients 2, -5 as its roots is
a. x 2−3 x−10=0 b. x 2+ 10=0 c. x 2+ 3 x −10=0
10. Below are two solutions of the equation x 2=9 , which of the
solutions are correct?
1. x 2=9 11. x 2=9 : x 2−9=0
x=± √ 9 ( x +3 ) ( x −3 )=0
x=± 3 or x=−3 x−3=0∨x +3=0
a. 1 only b. 11 only c. both 1and 11

Part III. Problem Solving.

Solve the following problems. Show your solutions.

1. The average distance (in Kilometers) of pluto from the sun is

5796000000. Express it on scientific notation.
2. A ladder 15 meters long lean against the wall of building. The
bottom of the ladder is 9m from the base of the wall. What is the
distance from the floor of the building to the top of the ladder?
3. Anton can do a piece of work in 5 days. Berting can do the same
piece of work days also. How much time will it take for them to
do the same work together?
4. The larger possible circular tin-plate is cut from a square plate of
sides 20cm. Find the area of the wasted portion of the plate as
shown below.

5. Mang Tomas has a rectangular garden that measures 12m by

5m. Since it was possible for him to extend the garden, he did so
by cultivating a uniform width of land around the garden,
thereby doubling the area of the garden, what are the
dimensions of the larger garden?
6. Find the area of a square tablecloth with one side measuring
(2x+5y) decimeters.
1
7. The sum of the first in counting numbers is S= n(n+1). What is
2
the sum of the first 20 counting numbers?
8. The area of rectangular solid is x 2−4. What is the length and its
width?
9. The volume of the rectangular solid is (27 x 2− y 3). The height is
(3x-y)cm. What is the area of the base?

Judy U. Bernus-Proficiency Level of Marine Eng’g in Mathematics at CTU Main Campus Cebu
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10. The number is increased by 6. The positive square root of the
increase number is 6.What is the original number?

Judy U. Bernus-Proficiency Level of Marine Eng’g in Mathematics at CTU Main Campus Cebu
City